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TRANSITION	CAUSE	EFFECT
Since	unattractive people are	children learn that heroes
Because	presented as bad or evil in	are handsome and bad
	fairy tales,	people are ugly.
	CAUSE	EFFECT
(so … that)	Unattractive people experi-	that they develop low self-
	ence so much discrimination	esteem
(such … that)	Discrimination is such a	that they come to believe
	common experience for	they deserve it.
	unattractive people

APPLYING

Task 14c Complete each idea, using one of the cause/effect expressions given.

1.(is the reason for/is responsible for/leads to/contributes to/results in)

Early on in life, people learn implicitly that good people are beautiful or handsome and bad people are ugly. This message is reinforced in a variety of ways by society. This deeply-held belief about attractive and unattractive people leads to handsome cadets achieving a higher rank by the time they graduate.

______________________________________________________________________

2.(is the reason for/is responsible for/leads to/contributes to/results in)

People assume attractive people are more interesting, virtuous, honest, and successful than unattractive people. This assumption…

______________________________________________________________________

3.(as a result/consequently/because of this)

Unattractive people are considered less competent and creative than attractive people; …

______________________________________________________________________

4.(so … that)

Unattractive people experience so much discrimination in life …

______________________________________________________________________

5.(Because/since)

…their good looks win praise, attention, and encouragement from adults, …

______________________________________________________________________

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Task 14d In an opinion article of your choice, determine the cause and effect relationship. Which transitions are used? In which part of the sentence?

Cause	Effect

WRITING SKILLS (4): USING THE LANGUAGE OF PROBLEM SOLUTION

Task 15a Study the table.

USEFUL EXPRESSIONS FOR TALKING ABOUT PROBLEM SOLUTIONS

Steps	should	be taken	so as to /	solve
Measures	must		in order to	overcome
	could			combat
				deal with
				eradicate

Serious attempts to halt/prevent/solve … must be made.

One possible		way to	solve			this problem /		would be …
Another			overcome			the problem of		is …
An alternative			combat			...
			deal with
			eradicate
People	should focus their/our				to solve the problem of …
Governments	attention on ways				to overcome the problem of…
We					to improve the situation of…
					to reduce the impact of … on society
The	effect/consequence				of (+ noun/		would
	outcome/result				V-ing)		might

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APPLYING

Task 15b Note down a couple of issues you are currently facing. Discuss them in pairs or groups. Offer solutions, using the language in Task 15a.

Task 15c In pairs, make a list of current national or international problems. Discuss possible solutions, using the language in Task 15a.

TOPICAL VIDEO: TIPS FROM EXPERTS

Watch the videos and take notes. Prepare to talk about what you have learnt. https://www.youtube.com/watch?v=3GkN4qul82Y&t=4s https://www.youtube.com/watch?v=0yahwYkTEr4

JOURNALISM SKILLS (5): CONDUCTING A SURVEY

CONDUCTING A SURVEY

Surveys or vox pops are important in journalism as they identify an area of public interest. Journalists often produce articles based on the survey results.

When conducting a survey, there are some things you should keep in mind:

•Keep your questions short and clear.

•Try out the questions on a small number of people first to see if they can be easily answered, and to see if they give you the information you want.

•Introduce yourself; explain where you are from and what your survey is about.

•Ask if the person agrees to be surveyed.

•Thank the person for answering your questions.

•Organize your data, analyze the results, and write up your findings.

Task 16a Study an example of the survey below: Attitude to death penalty

Survey as many classmates and friends as you can to find out how many are in favour of the death penalty and how many are opposed. Use the charts below to record their answers. Place a tick (check) in the appropriate box for each person you ask.

Males	Under 20 years old	20-40 years old	Over 40 years old
for
against

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Task 16b Class survey: Make up a list of questions about a certain topic and have your groupmates answer them. Report the survey outcomes.

Task 16c Think of a survey you could carry out on a larger scale. Could you produce an article, based on that survey?

GRAMMAR IN CONTEXT (2): CONDITIONAL CLAUSES

Task 17a Turn to Supplementary Materials Sections C2 and C3 to study and do practice exercises on conditional clauses:

Task 17b Find conditionals in the text in Task 13a. Which type are they?

GRAMMAR IN CONTEXT (3): ALTERNATIVES FOR IF

Task 17b Read about the use of alternative conjunctions in conditional clauses and do the practice exercises below.

Alternative conjunctions for if

'If' can be replaced by words or expressions with a similar meaning. The most common are:

•as long as

•assuming (that)

•on condition (that)

•on the assumption (that)

•provided (that)

•providing (that)

•supposing (that)

•unless

•with the condition (that)

We sometimes use unless instead of if... not in the sense of except if, especially if we are talking about present circumstances and conditions:

a)The poor man won’t be able to buy a new car unless he wins the lottery.

b)He won’t be able to pay all the tax he owes unless he robs a bank.

Unless is well used here because it highlights an exception to what is generally true. It works very well in the following examples too when the focus is on exceptions to the general rule. Compare the following:

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a)I’ll be back by the weekend, unless there’s a train strike.

b)I’ll be back by the weekend, if the train drivers aren’t on strike.

As long as / provided / on condition that / only if

We can use these alternatives to if, if we want to emphasise the conditions surrounding the action, i.e. one thing will happen only if another thing happens. We can also use so long as and providing (that) as alternatives to as long as and provided (that). On condition that is formally very explicit. Provided / providing are more formal than as long as / so long as. Compare the following sentences:

a) We will lend you the money on condition that it is repaid within 12 months. b)We will lend you the money provided (that) you can repay it within 12 months.

c)I don’t mind talking to the press, but only if my identity is protected.

d)You can have the day off today providing you agree to work a double shift tomorrow.

e)You can borrow my DVD player as long as you return it on Monday.

APPLYING

1.Rewrite the sentences using the words given.

1)I’ll let you go to Philip’s house if you tidy your room. (provided)

________________________________________________________________________

2)Provided I finish work early tomorrow, I’ll come with you. (if)

________________________________________________________________________

3)If you let me wear your sweater, I won’t tell Mum what you did. (as long as)

________________________________________________________________________

4)Aunt Josephine will be here at eight as long as her train arrives on time. (providing)

________________________________________________________________________

5)You can borrow my car provided you bring it back at four. (as long as)

________________________________________________________________________

6)I’ll go to the party as long as you come with me. (so long as)

________________________________________________________________________

7)If they offer him enough money, he will accept it. (so long as)

________________________________________________________________________

8)I’ll tell you all about it as long as you promise to keep it a secret. (providing)

________________________________________________________________________

2.Rewrite these sentences using UNLESS.

1.We won’t buy any fish today if it isn’t cheaper than yesterday.

We won’t buy any fish today unless it is cheaper than yesterday

2.If you don’t go to the party, they’ll be disappointed.

________________________________________________________________________

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3.I can’t help her if she doesn’t want to talk to me.

________________________________________________________________________

4.If it doesn’t stop raining, we’ll stay at home.

________________________________________________________________________

5.If he doesn’t go to the post office, he won’t buy the stamps.

________________________________________________________________________

6.George won’t come out of hospital if he doesn’t feel better.

________________________________________________________________________

3.Circle the correct answer.

1.If / Unless he apologises, I’ll never speak to him again.

2.If / Unless you are not on time, they’ll leave without you.

3.Stanley won’t be able to finish the article if / unless Leslie doesn’t help him.

4.If / Unless she doesn’t tidy her room, her mother will be angry.

5.We’ll go to the beach tomorrow if / unless it rains.

6.If / Unless I finish my homework, I can’t come out with you.

7.We won’t have anything to eat if / unless we don’t go to the supermarket.

YOUR WRITING: AN OPINION ARTICLE

DRAFTING AND EDITING

Choose a type of an opinion article you are going to write.

In drafting and revising your article, keep asking yourself two questions:

•What do my readers need to know?

•What do I want my readers to think?

PERSONALISING:

Prepare to discuss with your groupmates:

a)your idea(s) of writing an opinion article

b)the steps you need to take to collect the material for your article

c)the resources you are going to use

d)the structure of your article

e)a possible headline

1. FIRST DRAFT

Based on what you have learnt about the genre text, produce the first draft of your article. Take into account:

•the content, structure, language and style typical for the genre

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•contextual vocabulary and grammar

•the tips from experts

2. SECOND DRAFT

SELF-EDITING:

•Read your first draft from the beginning to the end and backwards to check its internal logic and coherence. Pay attention to proper paragraphing, transitions, text and sentence connectors.

•Proofread your work: revise your text to make sure it is accurate in vocabulary, grammar, and punctuation.

•Make sure the text is in conformity with the requirements and norms listed in the Style Guidebook.

•Produce the second draft.

3. THIRD DRAFT

PEER REVIEW:

•Swap the second draft of your review with your groupmate to edit each other’s work.

•Use the Peer Review Sheet or the Peer Feedback Form, as recommended by your teacher.

•Based on the peer review, produce the third draft of your article.

•Send the draft to your teacher for grading and feedback.

4. CLEAN COPY

GETTING FEEDBACK FROM THE TEACHER:

Analyse the feedback from the teacher and introduce necessary changes to your draft. Produce the clean copy of your article.

FURTHER RESOURCES

In the Supplements Sections

1.An example of a student editorial in The New York Times (Subsection A2)

2.The Language of Fake News (Subsection A3)

3.Objectivity and fairness (A4)

4.Refuting an opponent’s opinion (Subsection B4)

Online resources:

•The Op-Ed Project is a terrific resource for anyone looking to strengthen their op-ed writing. It provides tips on op-ed writing, suggestions about basic op-ed structure, guidelines on how to pitch op-ed pieces to publications, and information about top outlets that publish op-eds.

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•“How to Write an Op-Ed Article,” which was prepared by David Jarmul, Duke’s associate vice president for news and communications, provides great guidelines on how to write a successful op-ed.

•“How to Write Op-Ed Columns,” which was prepared by The Earth Institute at Columbia University, is another useful guide to writing op-eds. It contains a useful list of op-ed guidelines for top-circulation newspapers in the U.S.

•“And Now a Word from Op-Ed,” offers some advice on how to think about and write op-eds from the Op-Ed editor of The New York Times.

Polling fundamentals and concepts: An overview for journalists: https://journalistsresource. org/politics-and-government/polling-fundamentals-journalists/

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SUPPLEMENTARY MATERIALS FOR UNIT 1

SUPPLEMENTARY SECTION A: ADDITIONAL TEXTS

A1

EDITORIAL FROM THE NEW YORK TIMES

The Self-Impeaching President

Now he wants China to investigate the Bidens and help his re-election bid. Give him this, he’s not subtle.

By The Editorial Board

The editorial board represents the opinions of the board, its editor and the publisher. It is separate from the newsroom and the Op-Ed section.

Federal law expressly states that it is illegal for “a person to solicit, accept, or receive” anything of value from a foreign national in connection with a United States election.

Yet there stood President Trump outside the White House on Thursday, openly soliciting help from a foreign government for his re-election prospects by declaring to the assembled press that “China should start an investigation into the Bidens.” This, of course, after Mr. Trump has already become subject to an impeachment inquiry after implicating himself in a scheme to seek foreign help for his campaign in a conversation with the Ukrainian president, Volodymyr Zelensky.

This might seem self-defeating — “self-impeaching,” even. A United States president urging a foreign government to investigate his political rival would seem to be flagrantly violating the law, along with American notions of fair play and decency.

But this president is a master at what Senator Daniel Patrick Moynihan called defining deviancy down. One baldfaced presidential lie, once exposed, is an outrage; a thousand such lies is a statistic.

Mr. Trump and his defenders are increasingly taking the position that what he did in pressuring the Ukrainian president was no big deal — the responsible course of action, even. Ergo, the more governments that Mr. Trump urges to do the same thing, the more normal, if not public-spirited, such aberrant presidential behavior will seem. The cynical marketing calculation — Mr. Trump’s favorite form of math — would seem to be that, as with previous administration outrages, the news media will grow weary, the public will

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grow numb, the Democratic inquisitors will appear ineffectual. Mr. Trump is also, of course, seeking to drag former Vice President Joe Biden and his son, Hunter, down to his level and implicate them in the same kind of self-dealing that he and his own family stand accused of. This might work. But it also might not. There is no historical precedent for a president demanding that a foreign government investigate another American politician. If Mr. Trump has evidence of possible corruption overseas, his counsel should relay it to the Department of Justice and let the F.B.I. do its job, in coordination with its foreign counterparts.

Instead, Mr. Trump used his telephone conversation with Mr. Zelensky to pressure him to do Mr. Trump a “favor” and consult with Rudy Giuliani, serving as Mr. Trump’s personal lawyer and unofficial envoy, and the attorney general, William Barr, about digging up dirt on the Bidens. At that time, the United States, under direct orders from the president, was withholding nearly $400 million in military aid appropriated by Congress to help Ukraine defend itself against Russian encroachment on its eastern border.

Much remains unknown about how the various dots do or do not connect. But basic facts of the Ukraine approach are not in dispute. Nor can there be much question about what Mr. Trump so publicly asked China to do.

There is a certain twisted logic to the president’s approach.

Multiple Republican lawmakers have stepped forward to declare the July 25 phone call, as Senator Lindsey Graham of South Carolina put it, “a nothing (non-quid pro quo) burger.”

“I have zero problems with this phone call,” Mr. Graham said in a Sunday appearance on CBS’s “Face the Nation.” Among those hitting the same talking point have been Senator Ron Johnson of Wisconsin: “We all kind of looked at it and said, ‘There’s nothing here.’” And Senator James Risch of Idaho: “I saw nothing in the conversation that was inappropriate. We’re done here.”

This represents a stark reversal of Republicans’ position during the special counsel’s investigation of Russia’s meddling in the 2016 election. In that case, Republican lawmakers said that it would be troubling if there was clear evidence of collusion between the Trump campaign and Russia. Now, their new position seems to be: There can’t be anything untoward going on here because the president is being so blatant about soliciting foreign help.

Indeed, Mr. Trump seems to be operating on the assumption that the more shameless his assault on democratic norms and laws, the more he can get away with. This is not how the system works, no matter how fervently Mr. Trump’s Republican defenders may wish it so.

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